UNIVERSITAS NEGERI PADANG

FAKULTAS BAHASA DAN SENI

JURUSAN BAHASA DAN SASTRA INGGRIS
PRODI PENDIDIKAN BAHASA INGGRIS DAN SASTRA INGGRIS

RENCANA PEMBELAJARAN SEMESTER (RPS) / SYLLABUS

COURSE CODE COURSE CREDITS SEMESTER DESIGN DATE
GROUP
Academic ING1.62.4012 MK Wajib 2 3/4 January 2024
Writing Prodi
AUTHORISATION Lecturer(s)Designing Syllabus Course Group Head of
Coordinator Department
1. Sitti Fatimah, S.S., M.Ed., Signature Signature
Ph.D.
2. Prof. Dr. Yenni
Rozimela., M.Ed, Ph.D
3. Dr. Fitrawati, S.S, M.Pd
4. Dian Safitri, M.Pd.
5. Carbiriena Solusia, M.Pd. Sitti Fatimah, Dr. Yuli Tiarina,
S.S., M.Ed., Ph.D.
S.Pd., M.Pd.
Learning Outcomes PLO
PLO1 Demonstrate the ability to listen, speak, read and write in English with advanced
accuracy and fluency for a variety of purposes.
PLO2 Analyze texts of different genres by making use of lexico-grammatical
knowledge.
PLO6
 Use English appropriately in non-English teaching situations such as in
translation and interpretation, public relations, and English for Specific
PLO9 Purposes.
Use information technology appropriately when presenting work and in
PLO10 teaching
Demonstrate interpersonal and collaborative skills while working with others
in the investigation of problems and in the presentation of arguments and
evidence.
CLO
CLO1 Students are able to write direct quotations and bibliography
CLO2 Students are able to paraphrase and summary given texts
CLO3 Students are able to describe charts, graphs and tables
CLO4 Students are able to write critical review essays
CLO5 Students are able to write synthesis essays
CLO6 Students are able to write academic essays (a conceptual article)
Course Description This course contains knowledge and practices for writing academic essays involving citation,
paraphrase, and summary. The course also requires students to practice describing charts,
graphs, and tables. Its implementation is project-based with an academic essay as the
product.
Materials/Topics 1. Direct and indirect quotation: paraphrase and summary
2. The description of charts, graphs and tables
3. Writing critical review
4. Writing synthesis essays
5. Writing academic essays
References Main:
 1. Fulwiler, T. (2002). College writing: A personal approach to academic writing (3rd Ed.).
Boynton/Cook Publishers, Inc.
2. Henning, E. (2005). Finding your way in academic writing. Van Schaik
Publisher.
3. Paltridge, B. & Starfield, S. (2007). Thesis and dissertation writing in a second language.
Routledge.
4. Wallwork, A. (2011). English for writing research papers. London: Springer

Supporting:
1. Sources from internet

Media Software: Hardware:

Links to websites Laptop, LCD, textbooks
Team Teaching 1. Prof. Dra. Yenni Rozimela, M.Ed., Ph.D.
2. Sitti Fatimah, S.S., M.Ed., Ph.D.
3. Dr. Refnaldi, M.Litt
4. Dr. Fitrawati, S.S., M.Pd
5. Dian Safitri, S.Pd., M.Pd.
6. Rizaldy Hanifa, S.Pd., M.Pd
7. Honesty Yonanda Ayudhia, M.Pd
8. Syafitri Ramadhani, M.Pd
Prerequisite Essay Writing
Week Course Learning Indicators Assessment Learning Method Materials Scoring
Outcomes (CLO) Method Rubric
(%)
1 Students are able to ● Classroom Students’ manners ● Classroom Contract of the
understand classroom regulation discussion course
regulation, topics to be ● Introductio ● Questions and
learned, learning, and n to the course Answers
assessment methods.
2-4 a) Students are able to ● Ability to ● Individual ● Classroom ● How to write 5
write direct quotations, write direct assignment discussion direct and
indirect quotation quotations ● Group discussion indirect
(through paraphrasing ● Ability to ● Team Based quotation
and summarizing) and understand how Project ● How to write
references using people make paraphrase &
referencing styles (APA paraphrase Syntax 1: Asking summary
7) ● Ability to essential
paraphrase questions:
b) Students are able to use texts. 1. showing the final
Mendeley in writing product of essay
references 2. asking the
students some
c) Students are able to essential/import
paraphrase given texts ant questions
by incorporating the about the essay
principles of 3. discussing the
paraphrasing elements of the
academic essay

5-6 Students are able to ● Ability to ● Group ● Classroom How to 5

summarize given texts by summarize texts assignment discussion summarize a text
incorporating the principles ● Individual ● Group discussion
of summarizing assignment ● Presentation
● Team based
Project

Syntax 2:
designing a plan
for the project
1. grouping the
students in a
group of 2 up to 4
2. Find one or two
topics of the
student’s
interest.
3. discussing the
group essay that
will be composed
4. making a plan of
the essay

Syntax 3: create a
schedule
5. creating the
schedule for the
project
6. preparing the
source of five
articles to be
cited in the essay
7. Summarizing
parts of it (could
 be the
introduction,
findings or
conclusion parts)
using the
principles of
summarizing
8. Presenting the
summary to the
class in a
conference
manner.
9. Giving feedback
to peers is
encouraged.

7-8 Students are able to ● Ability to ● Classroom How to describe 10

describe charts, diagrams describe charts, discussion charts, diagrams,
and tables diagrams and ● Group discussion and tables
tables ● Presentation
Task based
1. Find five journal
articles about
Academic
Writing that
contain charts,
diagrams and
tables in Google
Scholar.
 2. Read and analyze
how the authors
describe the
charts, diagrams
and tables.
3. Practice
describing charts,
diagrams and
tables.
4. Present the
description of the
charts, diagrams
and tables in a
conference
manner.
9 Mid Term Test ● Ability to Project Progress 15
implement the Presentation
lessons learned
from week 1-8
10-12 Students are able to write ● Ability to ● Group - students are How to write 10
critical review essays write critical assignment asked to discuss critical review
review essays ● Individual with their group essays
assignment the strengths
and weaknesses
of one of the
articles they
have got in week
8
Syntax 4:
monitor the
 students and the
progress of the
project
1. Monitor of the
peer or group
work essay
2. Read the theory
of writing a
critical review
essay
3. Find five critical
review essays.
4. Read and analyze
how they are
written.
5. Practice writing
the critical
review essays.
6. Present the
essays in a
conference
manner.

13-14 Students are able to write ● Ability to ● Group ● Classroom How to write 10
synthesis essays write synthesis assignment discussion synthesis essays
essays ● Individual ● Group
assignment discussion
● Presentation
 Syntax 4: monitor
the students and
the progress of
the project
1. Monitor of the
peer or group
work essay
2. Read the theory
of writing a
synthesis essay
3. Find five
synthesis essays.
4. Read and analyze
how they are
written.
5. Practice writing
the synthesis
essays.
6. Present the
essays in a
conference
manner.

15-16 Students are able to write a ● Ability to ● Group ● Classroom How to write long 20
long essay implementing write a long assignment discussion academic essays
the skills of paraphrasing, essay ● Individual ● Group discussion
summarizing, reviewing, assignment ● Presentation
and synthesizing.
Syntax 4: monitor
the students and
the progress of
the project
1. Write the outline.
2. Write a draft of
the essay of 2500
words

Syntax 5: Assess
the outcome
3. Edit and revise
the essay based
on peer’s and
lecturer’s
feedback
4. Submit the final
version of the
essay.
5. Assess the
students’ essays
Assessment

Students’ grades are based on:

Mid-Examination 15%
Final Semester Examination 30%
Topical assignment 15%
Team Based Project 50%

Range Grade
85-100 A
80-84 A-
75-79 B+
70-74 B
65-69 B-
60-64 C+
55-59 C
50-54 C-
40-49 D
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